Akademik Veri Yönetim Sistemi
CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE, cilt.27, sa.3, ss.1081-1115, 2025 (SSCI, Scopus)
This study examined the views and practices of preschool teachers regarding the integration of the pre-, during- and post-reading processes with movement. It was conducted with five female teachers, whose participation was voluntary. The study employed data triangulation based on individual interviews, document review and observation to obtain more precise data. The researchers examined the reading activities teachers prepared using three illustrated childrens' books to encourage children to move and observed their implementation of these activities. The interviews revealed that the teachers did not consider whether a picture book encouraged children to move or featured exercises such as dance, yoga or sports when choosing a book to read. The document analysis revealed that their plans indicated pre-reading and postreading activities that involve movement, but they avoided encouraging children to move while reading a book, which teachers stated would distract them from reading. Results also indicated that some teachers used movement-based activities such as physical activities, nursery rhymes, finger plays and dancing to music to engage passive children; others focused on maintaining an active-passive balance and limited movement during reading. Observations confirmed that most teachers' practices were consistent with their statements. All teachers planned at least one post-reading activity that included movement, with dance being the most common. However, overall, less time was allocated to movement activities than sedentary activities. The results suggest that teachers recognize the value of integrating movement but need guidance in selecting diverse activities and combining active-passive components. This study highlights current practices and informs teacher training and program development.